An Experimental Study On The Application Of Micro-lecture In Senior High School English Grammar Teaching

In the "Outline of the National Medium-and Long-Term Education Reform and Development Plan(2010-2020)" promulgated by the state in 2010,it is proposed that the development of education informatization is of significant importance in the context of the new era,and attention should be paid to maximizing the use of high-quality educational resources.The promulgation of this document shows that the state attaches great importance to the long-term development of educational informatization,and the use of micro-course-assisted teaching as a product of the informatization era,which conforms to the trend of development of educational informatization,meets the country’s demand for educational informatization,and brings new vitality to classroom teaching.Under the micro-course-assisted grammar teaching,students watch the teaching video before class to review the original relevant knowledge,which lays a foundation for the integration of old and new knowledge.At the same time,the knowledge introduction method of classroom teaching has also changed from the oral introduction of teachers to the learning method composed of video introduction,group discussion,teacher-student interaction and other steps.This method stimulates students’ interest in learning and cultivates students’ ability to work in groups.Watching the video after class can deepens the understanding of the learning content in the classroom.Students can watch the review video after class repeatedly according to their own learning level and finish the learning tasks in the video to achieve complete understanding of the key points.Micro-lecture-assisted teaching uses videos as a carrier to expand the way for students to acquire knowledge.The videos presents knowledge vividly to stimulate students’ interest in learning and encourage cooperation and discussion,which is beneficial to improve students’ grammar grades and pragmatic competence,attitudes towards grammar learning.This study is on the basis of constructivism,cognitive load theory,and informal learning theory,and this research takes two parallel classes of students from a senior middle school in Yili,Xinjiang Uygur Autonomous Region as the research subjects.The micro-lecture assisted teaching was applied to answer the three research questions in this study: First,what effect does the application of micro-lecture assisted grammar teaching in high school English grammar classes have on the subjects’ grammar scores? Secondly,what effect does the application of micro-lecture assisted grammar teaching in high school English grammar classes have on the subjects’ cognitive competence? Finally,what effect does the application of micro-lecture assisted grammar teaching in high school English grammar classes have on the subjects’ attitude towards grammar learning?After the experiment,the researcher came to the following conclusions: First,the application of micro-lecture-assisted grammar teaching in high school English grammar classes improved the subjects’ grammar scores.The subjects in experimental class performed significantly better than those in control class in terms of the four grammar items(emphasis sentences,additional interrogative sentences,progressive future and attributive clauses).Secondly,the application of micro-lecture-assisted grammar teaching in high school English grammar classrooms improved the pragmatic competence of the subjects.The researcher tested the pragmatic ability of two groups of experiment before and after the experiment and analyzed the data,it was concluded that subjects in experimental class performed better than those in control class and the score of pragmatic competence increased significantly compared with that before experiment.Finally,the application of micro-lecture-assisted grammar teaching in high school English grammar classrooms has a positive impact on the subjects’ attitude towards grammar learning.By analyzing the questionnaire of grammar learning attitude of the experimental class,researcher drawn a conclusion,the subjects of experimental class performed better in terms of learning emotion and grammar learning behavior intention in the grammar learning attitude than those in control class after the experiment,while there was no significant difference in the cognitive dimension of grammar learning attitude.In response to this phenomenon,the interview method was employed to explore the underlying reasons behind this: The video materials in micro-lectures was not enough,which cannot meet the needs of all students.The above three research conclusions confirm the effectiveness of micro-lecture-assisted grammar teaching.Applying micro-lecture-assisted grammar teaching to high school grammar teaching can effectively improve students’ grammar learning attitude,grammar performance,and pragmatic ability.